Jere Confrey

Confrey, J., & Shah, M. (2021). Examining instructional change at scale using data from diagnostic assessments built on learning trajectories. ZDM-MATHEMATICS EDUCATION, 53(6), 1265–1283. https://doi.org/10.1007/s11858-021-01259-w

Confrey, J., Shah, M., & Toutkoushian, E. (2021). Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone. FRONTIERS IN EDUCATION, 6. https://doi.org/10.3389/feduc.2021.654353

Confrey, J., Toutkoushian, E., & Shah, M. (2020). Working at scale to initiate ongoing validation of learning trajectory-based classroom assessments for middle grade mathematics. JOURNAL OF MATHEMATICAL BEHAVIOR, 60. https://doi.org/10.1016/j.jmathb.2020.100818

Confrey, J., Toutkoushian, E., & Shah, M. (2019). A Validation Argument From Soup to Nuts: Assessing Progress on Learning Trajectories for Middle-School Mathematics. APPLIED MEASUREMENT IN EDUCATION, 32(1), 23–42. https://doi.org/10.1080/08957347.2018.1544135

Confrey, J., Maloney, A. P., Belcher, M., McGowan, W., Hennessey, M., & Shah, M. (2018). The concept of an agile curriculum as applied to a middle school mathematics digital learning system (DLS). INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 92, 158–172. https://doi.org/10.1016/j.ijer.2018.09.017

Confrey, J., Gianopulos, G., McGowan, W., Shah, M., & Belcher, M. (2017). Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments designed around mathematics learning trajectories. ZDM-MATHEMATICS EDUCATION, 49(5), 717–734. https://doi.org/10.1007/s11858-017-0869-1

Confrey, J., Bao, J., Watson, A., Barbosa, J., & Linneweber-Lammerskitten, H. (2017). Topic Study Group No. 36: Task Design, Analysis and Learning Environments Programme Summary. In Proceedings of the 13th International Congress on Mathematical Education (pp. 549–553). https://doi.org/10.1007/978-3-319-62597-3_63

Confrey, J., Maloney, A., & Gianopulos, G. (2017). Untangling the "Messy Middle" in Learning Trajectories. MEASUREMENT-INTERDISCIPLINARY RESEARCH AND PERSPECTIVES, Vol. 15, pp. 168–171. https://doi.org/10.1080/15366367.2017.1404370

Confrey, J., & Maloney, A. (2015). A design research study of a curriculum and diagnostic assessment system for a learning trajectory on equipartitioning. ZDM, 47(6), 919–932. https://doi.org/10.1007/S11858-015-0699-Y

Confrey, J., Jones, R. S., & Gianopulos, G. (2015). Challenges in Modeling and Measuring Learning Trajectories. Measurement: Interdisciplinary Research and Perspectives, 13(2), 100–105. https://doi.org/10.1080/15366367.2015.1055131

Prediger, S., Gravemeijer, K., & Confrey, J. (2015). Design research with a focus on learning processes: an overview on achievements and challenges. ZDM, 47(6), 877–891. https://doi.org/10.1007/S11858-015-0722-3

Krupa, E. E., & Confrey, J. (2015). Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit? Journal of Curriculum Studies, 49(2), 191–215. https://doi.org/10.1080/00220272.2015.1065911

Confrey, J., & Maloney, A. (2015). Engineering [for] Effectiveness in Mathematics Education: Intervention at the Instructional Core in an Era of Common Core Standards. LARGE-SCALE STUDIES IN MATHEMATICS EDUCATION, pp. 373–403. https://doi.org/10.1007/978-3-319-07716-1_17

Penuel, W. R., Confrey, J., Maloney, A., & Rupp, A. A. (2014). Design Decisions in Developing Learning Trajectories-Based Assessments in Mathematics: A Case Study. JOURNAL OF THE LEARNING SCIENCES, 23(1), 47–95. https://doi.org/10.1080/10508406.2013.866118

Confrey, J., Maloney, A. P., Nguyen, K. H., & Rupp, A. A. (2014). Equipartitioning, a foundation for rational number reasoning elucidation of a learning trajectory. Learning Over Time: Learning Trajectories in Marhematics Education, 61–96.

Nguyen, K. H., & Confrey, J. (2014). Exploring the relationship between learning trajectories and curriculum a content analysis of rational number reasoning in connected mathematics and UCSMP transition mathematics. Learning Over Time: Learning Trajectories in Marhematics Education, 161–185.

Maloney, A. P., Confrey, J., Nguyen, K. H., & School, C. G. (Eds.). (2014). Learning over time: Learning trajectories in mathematics education. Charlotte, NC: Information Age Publishing, Inc.

Alan P. Maloney, J. C., & Nguyen, K. H. (Eds.). (2014). Learning over time: learning trajectories in mathematics education. Charlotte, NC:Information Age Publishing, Inc.

Confrey, J., Maloney, A. P., & Nguyen, K. H. (2014). Learning trajectories going forward a foundation for coherence in the instructional core conclusion. Learning Over Time: Learning Trajectories in Marhematics Education, 243–255.

Confrey, J., Maloney, A. P., & Nguyen, K. H. (2014). Learning trajectories in mathematics introduction. Learning Over Time: Learning Trajectories in Marhematics Education, XI-.

Confrey, J., Maloney, A. P., & Corley, A. K. (2014). Learning trajectories: a framework for connecting standards with curriculum. ZDM, 46(5), 719–733. https://doi.org/10.1007/S11858-014-0598-7

Confrey, J., & Maloney, A. (2014). Linking standards and learning trajectories boundary objects and representations. Learning Over Time: Learning Trajectories in Marhematics Education, 125–160.

Wilson, P. H., Sztajn, P., Edgington, C., & Confrey, J. (2014). Teachers’ use of their mathematical knowledge for teaching in learning a mathematics learning trajectory. Journal of Mathematics Teacher Education, 17(2), 149–175. https://doi.org/10.1007/S10857-013-9256-1

Wilson, P. H., Mojica, G. F., & Confrey, J. (2013). Learning trajectories in teacher education: Supporting teachers’ understandings of students’ mathematical thinking. The Journal of Mathematical Behavior, 32(2), 103–121. https://doi.org/10.1016/j.jmathb.2012.12.003

Sztajn, P., Confrey, J., Wilson, P. H., & Edgington, C. (2012). Learning Trajectory Based Instruction: Toward a Theory of Teaching. EDUCATIONAL RESEARCHER, 41(5), 147–156. https://doi.org/10.3102/0013189x12442801

Shen, J., & Confrey, J. (2010). Justifying Alternative Models in Learning Astronomy: A study of K–8 science teachers’ understanding of frames of reference. International Journal of Science Education, 32(1), 1–29. https://doi.org/10.1080/09500690802412449

Boerst, T., Lambdin, D. V., Confrey, J., White, D., Heck, D., Baltzley, P. C., … Quander, J. R. (2010). Strengthening research by designing for coherence and connections to practice. Journal for Research in Mathematics Education, 41(3), 216–235.

Confrey, J., Maloney, A., Nguyen, K., Mojica, G., & Myers, M. (2009). Equipartitioning/splitting as a foundation of rational number reasoning using learning trajectories. Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 2, 2, 345–352.

Mojica, G., & Confrey, J. (2009). Pre-service elementary teachers' utilization of an equipartitioning learning trajectory to build models of student thinking. Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 4, 4, 129–136.

Battista, M., Smith, M. S., Boerst, T., Sutton, J., Confrey, J., White, D., … Quander, J. (2009). Research in mathematics education: Multiple methods for multiple uses. Journal for Research in Mathematics Education, 40(3), 216–240.

Confrey, J., Strutchens, M. E., Battista, M. T., Smith, M. S., King, K. D., Sutton, J. T., … Reed, J. (2008). Situating research on curricular change. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 39(2), 102–112. https://doi.org/10.2307/30034893

Shen, J., & Confrey, J. (2007). From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy. Science Education, 91(6), 948–966. https://doi.org/10.1002/sce.20224

Confrey, J., Makar, K., & Kazak, S. (2004). Undertaking data analysis of student outcomes as professional development for teachers. Zentralblatt Für Didaktik Der Mathematik, 36(1), 32–40. https://doi.org/10.1007/BF02655755